In the era of remote learning courses, the humanities instructor struggled more than most to translate the many familiar techniques of close reading to the unfamiliar realm of technology. Oftentimes instructors have depended on facsimiles of traditional methods: a shared passage annotated by the class digitally, or small groups sent to individual breakout rooms which will eventually rejoin the class and share their findings. This article offers a methodology which incorporates the beneficial technologies which were necessary in remote classrooms into the traditional classroom, encouraging students to collaborate and debate through the shared digital annotation of primary texts.